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Sherman, Joel D. Strategies for Collecting Finance Data from Private DOCUMENT RESUME ED 416 584 EA 028 911 AUTHOR Isaacs, Julia B.; Garet, Michael S.; Sherman, Joel D. TITLE Strategies for Collecting Finance Data from Private Schools. Working Paper Series. INSTITUTION Pelavin Research Inst., Washington, DC.; National Center for Education Statistics (ED), Washington, DC. REPORT NO NCES-WP-96-16 PUB DATE 1996-06-00 NOTE 182p. PUB TYPE Reports Research (143) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Budgeting; Comparative Analysis; *Data Collection; *Educational Equity (Finance); *Educational Finance; Elementary Secondary Education; Expenditure per Student; Expenditures; Parochial Schools; Private Education; *Private Schools; *School Funds ABSTRACT Relatively little is known about private school finance in the United States. Since this lack of data impoverishes educational policy discussions that compare public and private schools, a strategy, was developed to collect finance data from private schools. High-quality data can be used to determine the total amount spent on elementary and secondary education in the United States, and can inform debates on the relative cost per student of various approaches to educational service delivery. The report focuses on the extreme diversity among private schools and the strategies needed to develop accurate data in the face of such diversity. The text looks at the existing data on private school finances, major components of expenditures, and implications of data collection. It surveys the types of expenditures found in 28 private schools, taking care to articulate expenditures related to instruction-related activities, administration, physical plant, and other services. The report also describes some administrators' reactions to the finance survey, including initial resistance by some and a listing of the potential benefits of such a survey. Some of the implications of the data collected, including a proposed framework for organizing the survey statistics, are presented. Four appendixes include: three survey instruments and a table showing schools in focus groups and site visits. (RJM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** '44 Strategies for Collecting Finance Data from Private Schools Working Paper No. 96-16 June 1996 Contact: Stephen Broughman Surveys and Cooperative Systems Group (202) 219-1744 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 1=1 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE 2 U.S. Department of Education Richard W. Riley Secretary Office of Educational Research and Improvement Sharon P. Robinson Assistant Secretary National Center for Education Statistics Pascal D. Forgione Commissioner Surveys and Cooperative Systems Group Paul D. Planchon Associate Commissioner The National Center for Education Statistics (NCES) is the primary federalentity for collecting, analyzing, and reporting data related to education in the United States and othernations. It fulfills a congressional mandate to collect, collate, analyze, and report full and completestatistics on the condition of education in the United States; conduct and publish reports and specializedanalyses of the meaning and significance of such statistics; assist state and local education agencies inimproving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority educationdata needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; andreport timely, useful, and high quality data to the U.S. Department of Education, the Congress, thestates, other education policymakers, practitioners, data users, and the general public. We strive to make our products available ina variety of formats and in language that is appropriate to a variety of audiences. You, asour customer, are the best judge of our success in communicating information effectively. If you have any commentsor suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your commentsto: National Center for Education Statistics Office of Educational Research and Improvement U.S. Department of Education 555 New Jersey Avenue, NW Washington, DC 20208-5574 Suggested Citation U.S. Department of Education. National Center for Education Statistics. Strategies forCollecting Finance Data from Private Schools, Working Paper No. 96-16, by Julia B. Isaacs, Michael S. Garet, Joel D. Sherman.Stephen Broughman. project officer. Washington, D.C.: 1996. June 1996 BEST COPY AVAILABLE 3 Foreword Each year a large number of written documentsare generated by NCES staff and individuals commissioned by NCES which provide preliminary analyses ofsurvey results and address technical, methodological, and evaluation issues. Even though theyare not formally published, these documents reflecta tremendous amount of unique expertise, knowledge, and experience. The Working Paper Series was created in orderto preserve the information contained in these documents and to promote the sharing of valuable workexperience and knowledge. However, these documents were prepared under different formats and didnot undergo vigorous NCES publication review and editing prior to their inclusion in theseries. Consequently, we encourage users of the series to consult the individual authors for citations. To receive information about submitting manuscriptsor obtaining copies of the series, please contact Suellen Mauchamer at (202) 219-1828or U.S. Department of Education, Office of Educational Research and Improvement, National Center forEducation Statistics, 555 New Jersey Ave., N.W., Room 400, Washington, D.C. 20208-5652. Susan Ahmed Samuel S. Peng Chief Mathematical Statistician Director Statistical Standards and Methodology, Training, and Customer Services Group Service Program iii 4 Strategies for Collecting Finance Data from Private Schools Julia B. Isaacs Michael S. Garet Joel D. Sherman Assisted by Scott Branco lini June 1996 Pelavin Research Institute 1000 Thomas Jefferson Street, NW, Suite 400 Washington, DC 20007 5 TABLE OF CONTENTS Foreword iii CHAPTER I: INTRODUCTION I -1 The Rationale for a Private School Financial Data Collection 1-3 The Design and Organization of the Study 1-5 CHAPTER II: LITERATURE REVIEW: THE ENVIRONMENT OF PRIVATE SCHOOLING II-1 Existing Data on Private School Finances II-1 Sources of Data on Public Schools and Postsecondary Institutions 11-4 The Environment of Private Schooling: Implications for Data Collection 11-7 Major Components of Expenditures 11-21 Conclusion 11-43 CHAPTER III: TYPES OF EXPENDITURES FOUND IN 28 PRIVATE SCHOOLS III -1 Introduction III -1 Diversity of Schools in Our Sample 111-4 Instruction-Related Activities III- 1 0 Administration 111-22 Physical Plant III -31 Other Services 111-4 1 Conclusion 111 -51 CHAPTER IV: REACTIONS OF ADMINISTRATORS TO FINANCE SURVEY . IV-1 Resistance to the Survey IV -1 Potential Benefits from Survey IV-5 Ways to Interest Administrators in the Survey IV-8 Conclusion IV-12 CHAPTER V: IMPLICATIONS FOR THE DESIGN OF A DATA COLLECTION STRATEGY V-1 Diversity and the Collection of Financial Data V-2 A Proposed Framework V -13 Examples of Possible Data Collection Instruments V-20 Next Steps V-23 REFERENCES R -1 Appendix A: Private School Finance Survey-A A -1 Appendix B: Private School Finance Survey-B B -1 Appendix C: Private School Finance Survey-C C-1 Appendix D: Schools in Focus Groups and Site Visits D -1 vii LIST OF TABLES Table 2.1 School Size 111-6 Table 2.2 Grade Level 111-6 Table 2.3 Affiliations 111-8 viii CHAPTER I INTRODUCTION Relatively little is known about private school finances in the United States.In many other countries, the national government collects and reports on educational expenditures in both public and private schools. In the United States, detailed information on public school expenditures is collected by both the National Center for Education Statistics (NCES) and the Bureau of the Census, but there is no comparable collection of financial data from private elementary and secondary schools. A lack of basic data about private school finance impoverishes the education policy discussions that compare public and private schools, evaluate options for increasing public support to private schools, or assess the contribution of private schools to the overall system ofelementary and secondary education. Without solid data on private school expenditures, it is difficult to examine trends in total educational spending in the United States over time, or to compare total education spending in the United States and other countries. We embarked on the study reported here to develop a strategy for the collection of finance data from private schools. At least in principle, fmancial data on private schools might take a wide variety of forms, differing in purpose and complexity. Almost certainly, a full financial data collection effort would involve data on both revenues and expenditures. Although both revenue and expenditure data are likely to serve important purposes, we give most
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